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Checklist for Dyslexia PDF Print E-mail a Friend
Checklist for Dyslexia

Note The following is a compilation of several lists. Credit must be given to; The Dyslexia Institute U.K., Mrs. Clements, Head Nursery Teacher, Staffordshire, Mrs. Kelly and Jean Augur.

If you have a pupil who seems to be intelligent but is constantly performing below expectations fill out the checklist below.  If you answer yes to several of these questions the child may be at risk and may need specialist teaching and concessions in order to perform to potential in an examination.  Concern is only with students under-performing.

Name of Student _____________________________  Age ____________  Class ____________

Completed by _______________________________  Date  ______________________________

Please indicate the following; eyes tested ____  hearing tested ____

Early Indictations (History)

  • More than usual difficulty in learning to fasten buttons, tie laces
  • Shoes often on wrong feet, seemingly unaware that they are uncomfortable
  • Appears to be clumsy or ‘accident prone’
  • Difficulty with word games rhyme and rhythmic clapping
  • Difficulty hopping, skipping and/or throwing, catching or kicking a ball
  • Difficulty understanding prepositions e.g. in/out, under/over, forwards/backwards
    “which one is before/after?”
  • Difficulty carrying out several instructions at a time
  • Marked difference between handwriting skills (poor) and drawing skills. Some of these children are extremely talented artists yet presentation skills are poor

Std 1 onwards

  • Performs below expectation. Bright in one way with a ‘block’ in others

Difficulties with language. This can affect social acceptance among peers.
  • Errors (malapropisms), hesitancy in speech
  • Excessive spoonerisms e.g. par cark for car park
  • Difficulty in pronouncing multi-syllabic words e.g. ‘hostipal’ for ‘hospital’
  • Difficulty in finding the name for an object; uses ‘thing’ a lot
  • Misunderstands, e.g sixty/sixteen, shovel/shuffle


  • Confusion between left and right
  • Poor spatial awareness.  Not always sure where to start.  Poor word spacing.  Poor alignment.
  • Loses place
  • Evidence of lateral thinking.  Draws from an unusual angle
  • Undetermined hand preference
  • Poor handwriting with reversals and badly formed letters
  • Poor recognition of symbols. May include Math symbols
  • Inability to copy correctly especially from the blackboard
  • Difficulty remembering what day it is, when his birthday is, his address or telephone number
  • Difficulty learning to tell the time
  • Difficulty with time and tense. Unsure about yesterday and tomorrow
  • Difficulty remembering anything in sequential order e.g. days of the week, months of the year, skip-counting, tables,  several instructions at one time


Reading

  • Poor reading progress on both look-and-say and phonics methods
  • Inability to blend sounds together
  • Hesitant and laboured reading especially when reading aloud, often missing out words or adding extra words
  • Fails to recognise a word that he has just read on the same page
  • Misses out a line or reads the same line twice. Repeatedly loses place
  • Confusion with similar looking words, often the little familiar words e.g. of/for, was/saw, on/no, ever/every/even
  • Difficulty breaking down long words into syllables and putting the syllables back in the correct order.  Often syllables are missed out altogether e.g. ‘frantic’ for ‘fantastic’
  • Disregard for punctuation
  • Making anagrams of words e.g. ‘tried’ for ‘tired’, ‘quite’ for ‘quiet’
  • Difficulty picking out the most important points in a passage

 

Poor Writing and Spelling  Answers questions orally but has difficulty writing the answers. Good ideas/poor written work

  • Persistent confusion with letters and figures which look alike; b/d, p/g, n/u, m/w, f/t, 6/9
  • Letters, syllables and words omitted, inserted, or in the wrong order. Also with figures 15/51
  • Messy work with many crossings out
  • A word spelt several different ways in one piece of writing. Does not seem able to recognize the correct version, e.g. cammping, kamping, campping
  • Wrong choice of letters due to poor auditory discrimination particularly short vowel sounds and similar sounding consonants e.g. ‘cop’ for ‘cup’, ‘den’ for ‘ten’, ‘put’ for ‘but’
  • Indiscriminate use of capital letters usually because the student feels more comfortable with the capital form of the letter e.g. raBBit, BeD
  • Confusion between similar sounding words, e.g. where/were, accept/except, our/are
  • Crossing l but failing to cross t or dot i
  • Badly set out written work
  • Inability to stay close to the margin
  • Lack of, or indiscriminate use, of punctuation
  • Difficulty with planning and writing stories. Loses the point of the story being written
  • Excessive tiredness due to the amount of concentration and effort required often for very little result


Infant Classes Checklist for Dyslexia

Note The following is a compilation of several lists. Credit must be given to; The Dyslexia Institute U.K., Mrs. Clements, Head Nursery Teacher, Staffordshire, Mrs. Kelly and Jean Augur.

If you have a pupil who is constantly performing below expectations fill out the checklist below.  If you answer yes to several of these questions the child may be at risk for specific learning difficulties dyslexia) and may need specialist teaching in order to perform to potential.  Concern is only with students under-performing.

Name of Student _____________________________  Age ____________  Class ____________

Completed by _______________________________  Date  ______________________________

Please indicate the following; eyes tested ____  hearing tested ____

  • More than usual difficulty in learning to fasten buttons, tie laces
  • Shoes often on wrong feet, seemingly unaware that they are uncomfortable
  • Appears to be clumsy or ‘accident prone’
  • Difficulty hopping, skipping or clapping a simple rhythm
  • Difficulty throwing, catching or kicking a ball
  • Differing levels of concentration depending on task

A history of language difficulties:-

  • Late language development
  • Difficulty with rhyme
  • Difficulty with onset, e.g.does this word begin with (t)? “I spy”


Marked difference between handwriting skills (poor) and drawing skills.  Some of these children are extremely talented artists yet presentation skills are poor.

Reading

  • More than usual difficulty learning sounds and letters
  • Poor reading progress on both look-and-say and phonics methods
  • Inability to blend sounds together
  • Hesitant and laboured reading especially when reading aloud, often missing out words or adding extra words
  • Fails to recognise a word he has just read further down the page
  • Misses out a line or reads the same line twice. Repeatedly loses place
  • Confusion with similar looking words, often the little familiar words e.g. of/for, was/saw, on/no, ever/every/even


Poor writing and Spelling

  • Persistent confusion with letters which look alike particularly b/d, p/g, n/u, m/w, f/t, s/z
  • Wrong choice of letters due to poor auditory discrimination particularly short vowel sounds and similar sounding consonants e.g. ‘cop’ for ‘cup’, ‘den’ for ‘ten’, ‘put’ for ‘but’
  • Indiscriminate use of capital letters usually because the child feels more comfortable with the capital form of the letter e.g. raBBit, BeD
  • A word spelt several different ways in one piece of writing. Does not seem able to recognize the correct version.e.g. cept, ceept, kept
  • Messy work with many crossings out and words tried several times

Excessive tiredness due to the amount of concentration and effort required often for very little result.
 
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